The Effect Of Using Concept Map s On Achieving English Grammar ...

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Purpura mentioned three competences that people need incommunication .1. Sociolinguistic competence : - It means the using of the languagefunctionally within the social context ( Hamdan :1991 ; 6 )2. Strategic competence :-which refers to the ways that we use to get ourmeaning across (e.g. body language ) ( Woods :1995 ; 26 ) .Hamdan (1991 : 6 ) sees that strategic competence refers to verbal ornon verbal strategies used to enhance communication .3. Discourse competence : it refers to the strategies of constructing andinterpreting the text ( Woods :1995 ;26 )3.6 Types of grammar :There are two types of grammar ;descriptive and prescriptive grammar1- Descriptive grammar:All the speakers of the language ha ve a mental grammar that is a formof internal knowledge , this knowledge operates natural ly without learning .There may be some differences between the speakers ′knowledge ofgrammar , but in fact there is a shared knowledge between them which willhelp them to communicate and understand each other (Yule :1996;87 ) .(Fromkin and Rodman : 1993 ; 13 ) . So it can be said that descriptivegrammar doesn't mean the way that the speakers should speak the language, but it describes the basic linguistic knowledge . Eyres ( 200 0 : 6 )34
mentioned that descriptive grammar may be used as prescriptive waythrough teaching the foreign grammar .2- Prescriptive grammar :This type of English grammar is an old traditional type , it deals with therules of the language and how speakers should use these rules in theirspeaking and writing correctly ( Eyres : 2000 ; 5 ) .Kohli ( 199 9 :140 ) sees that prescriptive grammar tries to perform thelegislative function of the language , so it is not allowed to neglect the rulesof the language .The differences between descriptive and prescriptive grammar1- Prescriptive grammar deals with rules which should be acquired by thespeakers , while descriptive grammar deals with the use of the languagewithout concentration on these rules .2- Descriptive grammar is dynamic . It takes into account the fact that thelanguage is changeable , while prescriptive didn’t allow the ignoran ceof rules ( Kohli : 1999 ; 140 ) .3- Fromkin and Rodman ( 1993 : 13 ) sees descriptive grammar deals wit hsounds , words , phrases , and sentences of the language .4- Eyres ( 2000 ; 6 ) sees prescriptive grammar deals with structures orwords as correct or incorrect . It is concentrating on the areas of the35
Page 1 and 2: The Islamic university - GazaGradua
Page 3 and 4: ACKNOWLEDGMENTIN THE NAME OF ALLAH
Page 5 and 6: " The Effect Of Using Concept Maps
Page 7 and 8: تحصيل.()(113).().(2008 -2007)(
Page 9 and 10: TABLE OF CONTENTSDEDICATION……
Page 11 and 12: 2.2.11 Attitudes to Grammar ……
Page 13 and 14: LIST OF APPENDIXAPPENDIX ( A) TOOLS
Page 15 and 16: LIST OF TABELS ( continued )Table p
Page 17 and 18: IINTRODUCTION1.1 Study statement an
Page 19 and 20: others, so knowledge of grammar enh
Page 21 and 22: our students , especially within ou
Page 23 and 24: 2- Familiarizing English language t
Page 25 and 26: IILITRETURE REVIEW2.1 Learning and
Page 27 and 28: Abed AL - Khalek ( 2001 : 20 )sees
Page 29 and 30: 2- Learning is the product of direc
Page 31 and 32: 8. Some times the best learning is
Page 33 and 34: Carnell ( 2002: 18-20 ) said that e
Page 35 and 36: learners need to keep using new rul
Page 37 and 38: 2.11.2 Metacognitive learning :Hism
Page 39 and 40: Theoretical point of view saw gramm
Page 41 and 42: Thornbury ( 2004 : 1 ) grammar is t
Page 43 and 44: than other , so teachers will face
Page 45 and 46: grammar to the form of structures ,
Page 47 and 48: of the language or a subject that t
Page 49: 1. Implicit knowledge , it enables
Page 53 and 54: description of forms , but not to t
Page 55 and 56: Types of morphemes :There are two t
Page 57 and 58: 4. Syntax :The word syntax meant "
Page 59 and 60: 1. The open clauses :-1.1. Verb :-
Page 61 and 62: 2.1.4 Determinative :- Nasr (1980:1
Page 63 and 64: have as learners; their active unde
Page 65 and 66: Hussin et.al ( 2000 : 2 ) believe t
Page 67 and 68: Principles of the grammar translati
Page 69 and 70: Kohli ( 199 9 : 51 ) sees that the
Page 71 and 72: The principles of audio-lingual met
Page 73 and 74: Principles of communication approac
Page 75 and 76: 4.1 Concept MapsIntroductionConcept
Page 77 and 78: knowledge that are comprised of con
Page 79 and 80: 4.5 The use of concept maps :Leou a
Page 81 and 82: 4.5.3 Concept map as an assessment
Page 83 and 84: 7. Communicate complex ideas .8. Ai
Page 85 and 86: concept maps ( before Ausubels’ a
Page 87 and 88: were involved in the study. The res
Page 89 and 90: students) mapping concepts prior to
Page 91 and 92: that concept mapping has a positive
Page 93 and 94: males on chemistry tests, especiall
Page 95 and 96: questionnaire and metacognition ( p
Page 97 and 98: Lonning and Marko (1998 )The proble
Page 99 and 100: and one experimental group, each in
Page 101 and 102:
(p
Page 103 and 104:
mapping and by better visualization
Page 105 and 106:
In this thesis, it is proposed that
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The researcherfound that students i
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understanding in different school s
Page 111 and 112:
The first scope a brief idea about
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a purposive sample from AL- Zaitun
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B- comprehension :This scope includ
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(communication skills) and grammar.
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According to tables (3) and (4) , t
Page 121 and 122:
comprehension to grammar according
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A: The two groupstable ( 5 )T-test
Page 125 and 126:
A: the two groups:Table ( 9)T-test
Page 127 and 128:
B: the high and low achievers:B/1)
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etween the experimental and control
Page 131 and 132:
IVDATA ANALYSISIntroductionThe stud
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Also the researcher calculated "d"
Page 135 and 136:
The result of (η 2 ) and (d) value
Page 137 and 138:
positive effect on improving the sk
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the content of the syllabus and the
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5.1 Findings :1- There were statist
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school students’ motivation in bi
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(Mann-Whitney test ) results showed
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Supervisors are recommended to :- p
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REFERANCESAAAS . ( 1990 ) : Effecti
Page 151 and 152:
Catania . Ch .A . ( 1992 ) : Learni
Page 153 and 154:
Francis , R. .W ( 2006 ) : Using Co
Page 155 and 156:
Hung ,H. and Manah.m( 2006 ) :The d
Page 157 and 158:
Leou , Sh. and Liu, J. C ( 2004 ) :
Page 159 and 160:
Mumford , A. ( 1999 ) : Effective L
Page 161 and 162:
Pill , M. and et .al ( 2005 ) : Enh
Page 163 and 164:
Snead .V.L and Snead .D ( 2004 ) :
Page 165 and 166:
Wikkipedia , The Free Encyclopedia,
Page 167 and 168:
():(2002).ة:(2005).:(2003). (22):(
Page 169 and 170:
APPENDIX ( A -1 )Future :-1. Rememb
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APPENDIX ( A . 2 )Unit Aims Structu
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APPENDIX ( A . 4 )Achievement testZ
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3-make sentences by using the words
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F) I'm going shopping next Monday .
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+futurewillGoing toQuickdecisionaff
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pastsimpleperfectActions happened a
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6) Make concept mapping by using th
Page 185 and 186:
8) put the connecters in the suitab
Page 187 and 188:
APPENDIX ( A.5 )Table (25)Difficult
Page 189 and 190:
APPENDIX ( A. 7 )Table (27)Correlat
Page 191 and 192:
Table (29)Correlation coefficient o
Page 193 and 194:
APPENDIX ( B.1 )Suggested lesson pl
Page 195 and 196:
Follow-up activities1. At the concl
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futureUsed forCould beGoing to+infi
Page 199 and 200:
pastAs soon asCould beperfectTo tal
Page 201 and 202:
Condition ifCould beandsecondUsed f
Page 203 and 204:
لا(‏لا(‏APPENDIX ( C .1 )ا
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APPENDIX (D . 1 )REFEREE COMMITTEE1
Page 207:
C.VMazen Khalil Diab Abu NadaAL-she
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The Effect Of Using Concept Map s On Achieving English Grammar ...

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